"But There's Only so Much You Can Do…" Parent Support-Giving within the Context of Peer Victimization

Autor/inn/en	McWood, Leanna M.; Frosch, Cynthia A.; Wienke Garrison, Christine M.; Erath, Stephen A.; Troop-Gordon, Wendy
Titel	"But There's Only so Much You Can Do…" Parent Support-Giving within the Context of Peer Victimization
Quelle	In: Journal of Early Adolescence, 43 (2023) 4, S.455-489 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frosch, Cynthia A.) ORCID (Erath, Stephen A.) ORCID (Troop-Gordon, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316221105587
Schlagwörter	Peer Relationship; Victims; Grade 4; Grade 5; Grade 6; Mothers; Parent Child Relationship; Parent Role; Coping; Social Support Groups; Intervention; Interpersonal Communication; Early Adolescents; Preadolescents + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Victim; Opfer; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Bewältigung; Social support; Soziale Unterstützung; Interpersonale Kommunikation; Pre-adolescence; Präadoleszenz
Abstract	Little is known regarding the processes that occur when parents support their child who is being victimized by peers. The current study utilized in-depth interviews with 11 fourth- through sixth-grade early adolescents and their mothers as to the processes that occurred when the mothers attempted to help their child cope with peer victimization. Findings indicated a support-giving process that often started after initial disclosure of the victimization and continued for months or even years. Mothers' responses included teaching their child how to respond to peer victimization, actively intervening, and enacting compensatory behaviors. Dyads reported individual and joint evaluation of the effectiveness of responses, and participants emphasized the role of communication for effective coping. A conceptual framework is presented to help generate novel lines of inquiry into the processes that occur when parents assist their peer-victimized adolescent and examine the applicability of the findings to more diverse samples and family climates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01